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The Impact of 1:1 Technology Initiatives on New Literacy in the Secondary ELAR Classroom: a Metasynthesis

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The Impact of 1:1 Technology Initiatives on New Literacy in the Secondary ELAR Classroom: a Metasynthesis Stephen F. Austin State University SFA ScholarWorks Electronic Theses and Dissertations 4-2019 The Impact of 1:1 Technology Initiatives on New Literacy in the Secondary ELAR Classroom: A Metasynthesis Abbey Matatall [email protected] Follow this and additional works at: https://scholarworks.sfasu.edu/etds Part of the Curriculum and Instruction Commons, Educational Methods Commons, Educational Technology Commons, and the Language and Literacy Education Commons Tell us how this article helped you. Repository Citation Matatall, Abbey, "The Impact of 1:1 Technology Initiatives on New Literacy in the Secondary ELAR Classroom: A Metasynthesis" (2019). Electronic Theses and Dissertations. 271. https://scholarworks.sfasu.edu/etds/271 This Dissertation is brought to you for free and open access by SFA ScholarWorks. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of SFA ScholarWorks. For more information, please contact [email protected]. The Impact of 1:1 Technology Initiatives on New Literacy in the Secondary ELAR Classroom: A Metasynthesis Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. This dissertation is available at SFA ScholarWorks: https://scholarworks.sfasu.edu/etds/271 THE IMPACT OF 1:1 TECHNOLOGY INTITATIVES ON NEW LITERACY IN THE SECONDARY ELAR CLASSROOM: A METASYNTHESIS by Abbey N. Matatall, B.A., M.Ed., M.A. Presented to the Faculty of the Graduate School of Stephen F. Austin State University In Partial Fulfillment of the Requirements For the Degree of Doctor of Education STEPHEN F. AUSTIN STATE UNIVERSITY (May 2019) THE IMPACT OF 1:1 TECHNOLOGY INTITATIVES ON NEW LITERACY IN THE SECONDARY ELAR CLASSROOM: A METASYNTHESIS by Abbey N. Matatall, B.A., M.Ed., M.A. APPROVED: _________________________________________ Patrick M. Jenlink, Ed.D., Dissertation Chair _________________________________________ Karen Embry-Jenlink, Ed.D., Committee Member _________________________________________ Mark Montgomery III, Ph.D., Committee Member _________________________________________ Brandon Fox, Ph.D., Committee Member _________________________________________ Jeanie Gresham, Ed.D., Interim Chair, Department of Secondary Education and Educational Leadership ______________________________ Pauline M. Sampson, Ph.D., Dean Research and Graduate Studies ABSTRACT Guided by socio-cultural learning theories of Vygotsky’s (1979) social- constructivism and cultural-historical activity theory (Engeström, 2014), the researcher of this study formed three research questions regarding the emergent research trends on 1:1 technology initiatives in the secondary ELAR classroom and new literacy. In response, a meta-synthesis of relevant studies was conducted. To provide an initial framework for the synthesis, the researcher provided conceptual definitions and backgrounds of 1:1 technology initiatives, socio-cultural learning theories, and new literacy, supported by the history of literacy movements that led to this new model of literacy. Utilizing narrowed inclusion and exclusion criteria, the research yielded six journal articles and dissertations that served as participants for this study. In a second phase of data analysis, the researcher established the emergent themes across all studies included topics on the impact of 1:1 on new literacy acquisition, the changing role of the teacher in 1:1 settings, the deictic nature of literacy, and common challenges that impede technology integration. In a third and final phase of this meta-synthesis, the researcher utilized the original theoretical framework and research question as a lens to provide additional interpretations. The findings from this process related to a lack of unified terminology regarding the emergent form of literacy, as well as conditions for student engagement and acquisition of new literacy skills. iii DEDICATION To my parents, who taught me by example to love what I do and to be loving toward others. To Alex, for all of the busy weekends, unwavering support, and foot rubs that you put into this endeavor. iv ACKNOWLEDGEMENTS First, I would like to acknowledge and thank my husband Alex and my parents, who always believed that I could reach my goals, which were only made possible with their constant support, assistance, and patience. I would also like to thank Cohort 20 for being a source of inspiration, knowledge, and friendship. Each of you have made a difference in my life by allowing me in yours for the last three years. Thank you, Codi, for giving me the throat-punch motivation I needed to finish this when so many roadblocks threatened my path. Many thanks to my dissertation chair, Dr. Patrick Jenlink, and the dissertation committee members, all of whom granted me greater insight and perspective in this research project. Finally, I would also like to thank the amazing people in my life who answered my calls and provided me with much-needed encouragement, laughter, guidance, inspiration, and constant friendship. v TABLE OF CONTENTS Page ABSTRACT ....................................................................................................................... iii DEDICATION .................................................................................................................. iv ACKNOWLEDGEMENTS .................................................................................................v LIST OF FIGURES ........................................................................................................... ix CHAPTER 1. INTRODUCTION TO THE STUDY ..............................................................1 Introduction ...............................................................................................1 Background of the Problem .......................................................................3 Stating the Problem ....................................................................................5 The Purpose and Research Questions ......................................................14 Definitions................................................................................................14 Significance of the Research ....................................................................16 Organization of the Study ........................................................................17 II. REVIEW OF LITERATURE Introduction ..............................................................................................19 Evolution of Literacies .............................................................................19 New Literacy ............................................................................................23 vi Government Policies and Standards for Educational Technologies ........25 1:1 Technology Integration Initiatives ....................................................29 Barriers to Implementation .....................................................................30 Technology Integration Instructional Models for 1:1 Environments ......37 Learner-Centered 1:1 Environments in ELAR ........................................39 Social-Constructivism & Technology Integration ..................................40 Impact of 1:1 on Student Achievement in ELAR ....................................43 Summary ..................................................................................................44 III. RESEARCH METHOD Introduction .............................................................................................46 An Overview ...........................................................................................48 Approaches to Meta-Synthesis ...............................................................49 Role of the Researcher ............................................................................56 Data Collection .......................................................................................57 Data Analysis ..........................................................................................60 Provisions for Trustworthiness ...............................................................61 Summary .................................................................................................62 IV. FINDINGS Introduction .............................................................................................63 Overview of the Studies ..........................................................................63 Phase 1: Overview of Each Study’s Methodologies & Findings ............65 Phase 2: Overarching Themes Across Participating Studies ..................82 vii Summary .................................................................................................88 V. INTERPRETATIONS AND IMPLICATIONS Overview .................................................................................................89 Summary of the Study ............................................................................90 Revisiting the Original Research Questions ...........................................91 Interpretations of Current Research Trends on 1:1 Technology Initiatives in Secondary ELAR ....................................92 Interpretations of Student Acquisition of New Literacy Skills in 1:1 Initiatives .....................................................................94 Interpretations of Student Engagement with New Literacy Skills in 1:1 Environments ...............................................................95
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